Janica Nordstrom
Biographic Data
| ID | 4014306 |
|---|---|
| NAME | Janica Nordstrom |
| GIVEN NAMES | Janica |
| FAMILY NAME | Nordstrom |
| SIGNATURE | NORDSTROM J |
| AFFILIATIONS | The University of Sydney |
| ORCID | 0000-0003-2092-6188 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 11 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Hosting community language schools in NSW
This paper examines how hosting arrangements between mainstream schools and community language schools in New South Wales are produced and sustained through everyday boundary work. Drawing on a relational composite case of a high functioning hosting relationship, the study uses street level bureaucracy and boundary work to move beyond individualised accounts of supportive or unsupportive leadership. Findings show that hosting becomes possible, an…
Community language schools
Community language schools provide language and cultural education to young people. Forming a key education sector worldwide with an estimated two million enrolments, these community-run, out-of-hours schools nonetheless tend to be marginalised by ‘mainstream’ education and ‘mainstream’ educational research. There has been a dramatic increase in research into community language schools in the past two decades, but there is still no systematic rev…
Planning and teaching heritage languages in the translocal and digital space
This Special Issue came about as the result of the COVID-19 pandemic, which brought unprecedented shifts in the conditions and opportunities for language education. In the context of heritage languages, there were significant challenges for learners, parents, and teachers, but there were also new opportunities for rethinking the ways in which languages were taught and passed on to the next generation. In this Special Issue, we take an ecological …
Micro level language planning, agency, and ICT in community language schools
Community language schools are grassroots initiatives set up by immigrant communities aiming to teach language and culture to children and descendants of migrants. During the Covid-19 pandemic, issues around ICT and equity sat at the heart of educational planning, ranging from student access to ICT to ensuring teachers’ understanding of technological affordances. Although a myriad of emerging research highlights the many benefits and challenges m…
Teaching in borrowed spaces
This study explores community language school teachers’ access to classroom resources and school facilities within a framework of educational equity. Community language schools are significant language education providers that exist worldwide. In Australia, as elsewhere in the world, these schools often borrow a classroom at a mainstream school to hold lessons on weeknights and weekends. Nonetheless, they are often perceived as marginalized in wi…
Teaching in the periphery
Students' reasons for community language schooling
Community language schools have grown to become significant educational language providers worldwide. Schools operate as global grassroot initiatives (Liddicoat and Taylor-Leech [2014]. "Micro Language Planning for Multilingual Education: Agency in Local Contexts." Current Issues in Language Planning 15 (3): 237-244.), and the last 20 years has seen a steep incline of important research in these schools, exploring their aims, purposes, practices,…
Flexible bilingualism through multimodal practices
Community language schools are complementary schools set up and run by minority communities in Australia. They aim to assist in intergenerational language and identity transmission, but previous research has indicated that these schools position their students in monolingual ways that contradicts how bilingual speakers use their language in contemporary society. As a result, it has been proposed to teach these students through bilingual practices…
Teaching in borrowed spaces
This study explores community language school teachers’ access to classroom resources and school facilities within a framework of educational equity. Community language schools are significant language education providers that exist worldwide. In Australia, as elsewhere in the world, these schools often borrow a classroom at a mainstream school to hold lessons on weeknights and weekends. Nonetheless, they are often perceived as marginalized in wi…
Students' reasons for community language schooling
Community language schools have grown to become significant educational language providers worldwide. Schools operate as global grassroot initiatives (Liddicoat and Taylor-Leech [2014]. "Micro Language Planning for Multilingual Education: Agency in Local Contexts." Current Issues in Language Planning 15 (3): 237-244.), and the last 20 years has seen a steep incline of important research in these schools, exploring their aims, purposes, practices,…
Planning and teaching heritage languages in the translocal and digital space
This Special Issue came about as the result of the COVID-19 pandemic, which brought unprecedented shifts in the conditions and opportunities for language education. In the context of heritage languages, there were significant challenges for learners, parents, and teachers, but there were also new opportunities for rethinking the ways in which languages were taught and passed on to the next generation. In this Special Issue, we take an ecological …
Teaching in the periphery
Micro level language planning, agency, and ICT in community language schools
Community language schools are grassroots initiatives set up by immigrant communities aiming to teach language and culture to children and descendants of migrants. During the Covid-19 pandemic, issues around ICT and equity sat at the heart of educational planning, ranging from student access to ICT to ensuring teachers’ understanding of technological affordances. Although a myriad of emerging research highlights the many benefits and challenges m…
Flexible bilingualism through multimodal practices
Community language schools are complementary schools set up and run by minority communities in Australia. They aim to assist in intergenerational language and identity transmission, but previous research has indicated that these schools position their students in monolingual ways that contradicts how bilingual speakers use their language in contemporary society. As a result, it has been proposed to teach these students through bilingual practices…
Students' reasons for community language schooling
Community language schools have grown to become significant educational language providers worldwide. Schools operate as global grassroot initiatives (Liddicoat and Taylor-Leech [2014]. "Micro Language Planning for Multilingual Education: Agency in Local Contexts." Current Issues in Language Planning 15 (3): 237-244.), and the last 20 years has seen a steep incline of important research in these schools, exploring their aims, purposes, practices,…
Teaching in the periphery
Teaching in borrowed spaces
This study explores community language school teachers’ access to classroom resources and school facilities within a framework of educational equity. Community language schools are significant language education providers that exist worldwide. In Australia, as elsewhere in the world, these schools often borrow a classroom at a mainstream school to hold lessons on weeknights and weekends. Nonetheless, they are often perceived as marginalized in wi…
Micro level language planning, agency, and ICT in community language schools
Community language schools are grassroots initiatives set up by immigrant communities aiming to teach language and culture to children and descendants of migrants. During the Covid-19 pandemic, issues around ICT and equity sat at the heart of educational planning, ranging from student access to ICT to ensuring teachers’ understanding of technological affordances. Although a myriad of emerging research highlights the many benefits and challenges m…
Community language schools
Community language schools provide language and cultural education to young people. Forming a key education sector worldwide with an estimated two million enrolments, these community-run, out-of-hours schools nonetheless tend to be marginalised by ‘mainstream’ education and ‘mainstream’ educational research. There has been a dramatic increase in research into community language schools in the past two decades, but there is still no systematic rev…
Planning and teaching heritage languages in the translocal and digital space
This Special Issue came about as the result of the COVID-19 pandemic, which brought unprecedented shifts in the conditions and opportunities for language education. In the context of heritage languages, there were significant challenges for learners, parents, and teachers, but there were also new opportunities for rethinking the ways in which languages were taught and passed on to the next generation. In this Special Issue, we take an ecological …
Hosting community language schools in NSW
This paper examines how hosting arrangements between mainstream schools and community language schools in New South Wales are produced and sustained through everyday boundary work. Drawing on a relational composite case of a high functioning hosting relationship, the study uses street level bureaucracy and boundary work to move beyond individualised accounts of supportive or unsupportive leadership. Findings show that hosting becomes possible, an…
Multilingual Education and Policy (7 works) · Pedagogy (6 works) · Sociology (6 works) · Second Language Learning and Teaching (5 works) · EFL/ESL Teaching and Learning (4 works) · Political science (4 works) · Mathematics education (3 works) · Context (archaeology (2 works) · Education Systems and Policy (2 works) · Geography (2 works)